Tabela periódica com elementos codificados: Auxílio da tecnologia assistiva como ferramenta para o ensino-aprendizagem de conteúdos químicos

Abstract

There are numerous discussions regarding not only the inclusion of students with disabilities in regular education but also their inclusion in this school environment. In this scenario, the teaching of Chemistry becomes a matter of concern when dealing with inclusive education due to the absence of an appropriate look in the initial and continuing education teachers. It is noteworthy that the contents taught include scientific language, symbologies, and elaborate formulas that sometimes make both teachings and learning difficult for students with disabilities, specifically students with visual impairments. The objective of this research is to adapt the Periodic Table with QR Code and Podcast resources for use in an inclusive high school classroom. In theoretical terms, this research-based is on authors who addressed inclusive education and visual impairment, such as Vigotski (1989), Marchesi (2004), Nuemberg (2008), Bentes (2010), and Jannuzzi (2012), among others. The methodology used encompasses characteristics of qualitative research, is exploratory, and focuses on data categorization. Thus, this research aimed at assisting sighted students, students who are blind and have low vision, who are in high school enrolled in the public school system. Exhibiting as a data collection instrument, a questionnaire through Google Forms, understood in the light of interpretive analysis. The target audience was fifteen high school chemistry teachers who contributed to the adaptation of the teaching material. As the locus of the research, the chemical education laboratory, belonging to the Science and Technology Center of the State University of Paraíba. The results obtained indicated that the resources used to teach the Periodic Table to students with or without visual impairment allow for social-citizen training and interaction between students, in addition to reflections on the teaching pedagogical practice facing the use of technology in education inclusive in the context of mainstream education. There is a lack of teaching materials to support the teaching of chemistry, in a more humanized way, according to the perspective of inclusive education.